Analyze how story elements (plot, setting, etc.) effect each other
Determine figurative and connotative meanings
Analyze the impact of repetition on poetry and prose.
Analyze the effect of form and structure in prose and poetry
Analyze point of view
Compare and Contrast a fictional portrayal and a historical account
Analyze how history is used and altered
Suggested Reading:
Arthur and his knights legends
Aesops Fables
Read a Shakespearian Play in the form of a graphic novel. King of Shadows by Susan Cooper Activities:
Virtual Field Trip to a Renaissance Fair
Analyze individuals, event and ideas effect each other
Determine figurative, connotative and technical meaning
Analyze impact of of word choice on meaning and tone
Analyze structure and how it effects development of ideas
Determine POV
Determine how an author distinguishes his position
Compare and contrast a text to a media version
Analyze how the media effects meaning
Evaluate an argument in a text
Assess the soundness of reasoning and relevance of evidence
Suggested Reading:
Joan of Arc: The teenager who saved her nation
Joan of Arc: Heavenly Warrior
Harvey, M. (2012). WORLD HISTORY: THE BLACK DEATH. Junior Scholastic, 114(12), 20.
Hamilton, M. (2006). Put It on the Ceiling. Arts & Activities, 139(1), 38-39. ( Great tie in with Art Class)
Underwood, A. (2004). Was Shakespeare a She?. Newsweek, 143(26), 13.
Goldman, D. (2002). The Bard or Not the Bard: Who Wrote Shakespeare's Plays?. Biography, 6(8), 23.
Understand development, organization, style, task, purpose and audience
Use planning, revising, editing and rewriting techniques
Utilize peer and adult critique
Use technology to produce and publish writing
Cite and link sources
Use evidence from literary and informational text to support writing
Ability to write for extended periods of time on a range of topics and for different audiences and purposes
Support argument with clear reasons and relevant evidence
Organize reasons and evidence logically
Support claims with accurate and credible sources
Maintain a formal style
Provide a concluding statement that supports argument
Gather information from print and digital sources
Use search terms effectively
Assess the credibility and accuracy of sources
Quote and paraphrase
Provide citation
1. Task Definition: Use of graphs, interest surveys, KWL, etc
2. Information seeking strategies: OPAC, Infohio, databases, Google Scholar, Websites
3. Location and Access: Evaluation of sources, plagerism, citation
4. Use of information: paraphrase, summarize, creative commons
5. Sythesis: Prezi, PPT, Moviemaker, website creation, Publisher, glogster,
6. Evaluation
Write an argument paper on a topic such as: Was Christopher Columbus a hero? What caused the Black Death? Did the printing press change society? Was William Shakespear a real person?
SL.7.1,
SL.7.5,
SL.7.6
SL.7.3
SL.7.4
Engage effectively in a range of collaborative discussions
Refer to evidence from researched and read materials during discussions
Follow discussion protocols
Modify views when warranted
Include multimedia elements to clarify and emphasize
Demonstrate command of formal English
Delineate a speaker’s argument
Evaluate soundness of reasoning, relevancy and sufficiency of evidence
Present claims and findings in a focused and coherent manner
Use descriptions, facts, details and examples
Use appropriate eye contact, adequate volume and clear
Participate in Peer Response groups using various protocals.
Participate in Panel discussions or modified debates
Use discussion protocols such as: The last Word, Think-Pair-Share, Round Robin, Token Talk, Play the Color (Roles included below) Neutrality (White):Asks Questions. Given the available information, what are the facts? Feeling (Red):Responsible for instinctive gut reactions or statements of emotional feeling (but not any justification). Negative judgment (Black):Seeks mismatches in the discussion by applying logic and identifying flaws or barriers. Positive Judgment (Yellow):Seeks harmony in the discussion by using logic to identify benefits. Creative thinking (Green):Keeps the conversation going through statements of provocation and investigation. The Big Picture (Blue):Often used by the discussion facilitator, who sets the objectives, keeps the group on task, and sets new objectives.
Create and participate in a Renaissance Fair.
L.7.1,
L.7.2,
L.7.3,
L.7.4,
L.7.5,
L.7.6
Demonstrate command of standard English grammar
Explain the function of phrases and clauses
Choose different sentence structures to show relationships (ex. Compound, Complex)
Place phrases and clauses within sentences
Recognize and correct misplaced and dangling modifiers
Demonstrate command of standard English capitalization, punctuation and spelling
Use a comma to seperate coordinate adjectives
Choose language that expresses ideas precisely and concisely
Determine or clarify meaning of unknown or multiple meaning words
Use multiple strategies to define and claify meaning of words
Use context as a clue to the meaning of a word or phrase
Use common Greek or Latin arrixes and roots as clues to meaning
Consult general and specialized reference materials to find pronunciation and clarify meaning
Demonstrate understanding of figurative language
Interpret figures of speech in context
Use the relationships between words to understand each of the words
Distinguish among the connotations of words with similar denotations
Aquire and use grade-appropriate words and phrases
Aquire and use domain specific words and phrases
Revision and Deep Revision techniques
Example:
Students rewrite narrative in a different point of view.
Students identify all passive verbs in narrative and change to active.
Students rewrite narrative from a different perspective.
Students identify overused words and use a thesarus to improve their word usage.
Students identify any uses of idiom, cliche, analogies, allusions and other figurative language in their writing. Ask them to say rewrite without using figurative language and then make a determination which is better.
The middle ages, The Renaissance and Reformation
RL.7.2,
RL.7.3,
RL7.4,
RL.7.5,
RL.7.6,
RL.7.9
Arthur and his knights legends
Aesops Fables
Read a Shakespearian Play in the form of a graphic novel.
King of Shadows by Susan Cooper
Activities:
Virtual Field Trip to a Renaissance Fair
RI.7.2,
RI.7.3,
RI.7.4,
RI.7.5.
RI.7.6,
RI.7.7
RI.7.8,
RI.7.9
- Cite textual evidence to:
Analyze explicit meaningSupport inferences
Joan of Arc: The teenager who saved her nation
Joan of Arc: Heavenly Warrior
Harvey, M. (2012). WORLD HISTORY: THE BLACK DEATH. Junior Scholastic, 114(12), 20.
Hamilton, M. (2006). Put It on the Ceiling. Arts & Activities, 139(1), 38-39. ( Great tie in with Art Class)
Underwood, A. (2004). Was Shakespeare a She?. Newsweek, 143(26), 13.
Goldman, D. (2002). The Bard or Not the Bard: Who Wrote Shakespeare's Plays?. Biography, 6(8), 23.
W.7.5,
W.7.6,
W.7.7,
W.7.9,
W.7.10,
W.7.1,
W7.8
2. Information seeking strategies: OPAC, Infohio, databases, Google Scholar, Websites
3. Location and Access: Evaluation of sources, plagerism, citation
4. Use of information: paraphrase, summarize, creative commons
5. Sythesis: Prezi, PPT, Moviemaker, website creation, Publisher, glogster,
6. Evaluation
SL.7.5,
SL.7.6
SL.7.3
SL.7.4
L.7.2,
L.7.3,
L.7.4,
L.7.5,
L.7.6
Example:
Students rewrite narrative in a different point of view.
Students identify all passive verbs in narrative and change to active.
Students rewrite narrative from a different perspective.
Students identify overused words and use a thesarus to improve their word usage.
Students identify any uses of idiom, cliche, analogies, allusions and other figurative language in their writing. Ask them to say rewrite without using figurative language and then make a determination which is better.